Can We Compare Teaching Behavior Across National Contexts? Rasch Modeling and Differential Item Functioning Approach

• In Event: 34.079 - Interactive Stitch Sampler of Equitable Learning and Teaching With E-Textiles in K–12 Education

Abstract

This study aims to discuss whether comparing generic teaching behavior across different national contexts is valid, to generate meaningful information about similarities and differences in teaching practices across contexts. Classroom observations were conducted using the validated observation instrument in The Netherlands (N = 606), South Korea (N = 581), Indonesia (N = 375), South Africa (N = 304), and Hong Kong-China (N = 230). Data from Australia (N = 400) and Pakistan (N = 400) will be added later. Results show that teaching behaviour can be compared for certain domains, but comparing (very) easy and (very) difficult domains across countries requires further investigations. Although components of teaching behavior is conceptualized as universal, interpretations of indicators may differ across different contexts.

Authors

• Ridwan Maulana, University of Groningen

• Michelle Helms-Lorenz, University of Groningen

• James Ko, The Education University of Hong Kong

• Seyeoung Chun, Chungnam National University

• Okhwa Lee, Chungbuk National University

• Yulia Irnidayanti, Universitas Negeri Jakarta

• Thelma de Jager, Tshwane University of Technology

• Thys Coetzee, Tshwane University of Technology

• Rekha Bhan Koul, Curtin University

• Shahzad Abid Hussain, The Islamia University of Bahawalpur, Pakistan